Why Weightlifters Grunt: A Classroom Exercise That Introduces Students to Evolution

H. Charles Romesburg

doi:10.1525/abt.2019.81.7.474

We can help you reset your password using the email address linked to your BioOne Complete account.

Registered users receive a variety of benefits including the ability to customize email alerts, create favorite journals list, and save searches. Please note that a BioOne web account does not automatically grant access to full-text content. An institutional or society member subscription is required to view non-Open Access content. Contact helpdesk@bioone.org with any questions.

All Fields are Required

First Name

Last/Family Name

Password

Password Requirements: Minimum 8 characters, must include as least one uppercase, one lowercase letter, and one number or permitted symbol Valid Symbols for password:
~ Tilde
! Exclamation Mark
@ At sign
$ Dollar sign
^ Caret
( Opening Parenthesis
) Closing Parenthesis
_ Underscore
. Period

Confirm Password

Web Account created successfully

H. Charles Romesburg¹

¹H. Charles Romesburg is a Professor in the Department of Environment and Society, Quinney College of Natural Resources, Utah State University, Logan, UT 84321; e-mail: charles.romesburg@usu.edu.

Abstract

A classroom exercise is described in which college students take part in creating and supporting an evolutionary hypothesis that explains effort grunting. The exercise holds their interest throughout and readies them to understand hypotheses of animal and plant evolution. It informs them about the dependence of cultural evolution upon biological evolution, and it connects widely to curricula.

© 2019 National Association of Biology Teachers. All rights reserved. Please direct all requests for permission to photocopy or reproduce article content through the University of California Press's Reprints and Permissions web page, www.ucpress.edu/journals.php?p=reprints.

Citation Download Citation

H. Charles Romesburg "Why Weightlifters Grunt: A Classroom Exercise That Introduces Students to Evolution," The American Biology Teacher 81(7), 474-478, (17 October 2019). https://doi.org/10.1525/abt.2019.81.7.474

Published: 17 October 2019